Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Chapter Exercises
Chapter 6: Dimensions of Nation-State Cultures
Exercise 1: How Nonverbals Reflect Cultural Dimensions
Purpose
To recognize how nonverbals reflect cultural dimensions
Instructions
For each cultural dimension, describe the nonverbal that would correspond to that dimension.
Cultural Dimension
Expected Nonverbals
Individualism
Collectivism
Masculinity
Femininity
High power distance
Low power distance
High uncertainty avoidance
Low uncertainty avoidance
Long-term orientation
Short-term orientation
Exercise 2: Examine Cultural Values in Proverbs
Purpose
To master a technique for understanding other cultures by exploring the expression of that
culture in proverbs and sayings
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Instructions
Values in cultures are often communicated through proverbs and sayings. Search and compile a
collection of proverbs and sayings from other cultures. Assess the proverbs and sayings to
determine the types of values communicated. Match the values to Hofstede’s dimensions of
cultural variability. What are the universal ideas promoted by the proverbs and sayings from
different cultures?
Conclusions
Reflect on the activity. What did you learn from this exercise?
Notes: Adapted from Sronce, R., & Li, L (2011). Catching flies with honey: Using Chinese and
American proverbs to teach cultural dimensions.
Exercise 3: Children’s Stories and Cultural Dimensions
Purpose
To discover cultural dimensions in children’s stories
Instructions
Many children’s stories transcend cultural boundaries with universal themes, while others
reflect a culture’s unique elements. First, find a children’s story that can be clearly identified
with one culture. Examples include “The Little Engine That Could” from the United States and
“Peach Boy” from Japan. Summarize the story below. Then, identify the cultural dimensions
reflected in the story.
Story Title:
Origin:
Summary
Cultural Dimensions in Story
Conclusions
How do the values in the story relate to past and current dominant culture values?
Exercise 4: Interviewing International Students on Culture
Purpose
To learn about the home culture of an international student studying in your country
Instructions
Interview an international student on the student’s home culture. Use the following suggestions
to help you do the interview.
1. To make the student feel more comfortable, ask about the student’s first childhood
memory. You should begin first by talking about one of your own memories. Compare your
own and the student’s memories. Consider how they each reflect your cultures.
2. Ask about the student’s country: history, geography, government, and transportation and
education systems.
4. Ask about communication: important words and phrases, gestures, clothing, and
newspaper, radio, and television systems. You may ask the student to talk about differences
(grammar, ways of saying things) between English and the student’s native language (recall
the Sapir-Whorf hypothesis).
Conclusions
From this interview, what can you conclude about values important in this person’s home
culture?
Exercise 5: Using New Cultural Knowledge: Japan
Purpose
To use knowledge of the Japanese culture to examine intercultural communication situations
Instructions
Read and analyze the e-mail message below reprinted exactly as received. Consider such things
as what cultural values are being reflected and how the incident could have been avoided or
handled differently.
To: fjandt@mail.csusb.edu
From: Shiro
Subject: Problem About Communication Class
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Dear Fred E. Jandt,
I’m writing to you and your capacity as spiritual adviser to ask for wise suggestion(s) for
improving my group session in the Communication class.
The problem in my team is that another member except me seems to discuss without me
because I think my English is so limited. Actually, I came from Okinawa, Japan, and I’ve been
Seattle for 1 year. Now, our Communication class has started since this winter quarter, and
we’ve read Intercultural Communication which was written by you. As we’ve learned from
your text book so far, it seems to me we couldn’t communicate each other. I confirmed it’s
my fault party, but not whole. I need more effort to improve my English, however, their
attitudes toward me is also problem. It seems to me that they don’t care about me, just care
about their grade. In the last group assignment, our group got lower score. One of member
was really upset, and his attitude implied because of my fault. Even though I told them
please help me at the first session, they have never helped me. They just talked each other,
and I just felt like audience.
I don’t want to blame my instructor and even my classmates, so I want to improve this
situation by myself with your advice. I don’t want to quit this class because I like to study
Communication.
I’m wondering if you could have some spare time to give me some tips on this problem. I
will be grateful for any advice you can give me. I truly need your words of wisdom.
I’m looking forward to your excellent advice on this matter. Thank you very much.
Shiro
Note: Reprinted with the permission of the writer.
Exercise 6: Experiencing Intercultural Communication as a Japanese Person
Purpose
To understand the communication barriers the Japanese experience in the United States
Instructions
The following statements describe the perceptions of Japanese in the United States.
What aspects of the Japanese culture do these statements reflect?
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
1. Describe the effects of these perceptions on intercultural communication.
a) U.S. English speakers seem loud, they are constantly talking, and they are too
aggressive.
b) U.S. English seems very repetitive.
c) It is difficult to begin conversation because of language problems and feeling self-
conscious about making mistakes.
d) In conversations, people speak very fast and do not pause very often. It is difficult—if not
impossible—to enter into a conversation.
e) U.S. English speakers rush in to fill pauses or silences in a conversation.
f) It is difficult to disagree with someone verbally.
g) It is difficult to make unilateral decisions (i.e., answers to such questions as “What do
you want to do?”).
h) It is difficult to read body cues. For example, women cross their legs in the United
States. Until recently, this would be very shocking in Japan.
i) Direct eye contact seems accusatory (like someone is trying to blame another person) or
aggressive.
j) It is difficult to interpret voice tone. U.S. English speakers use raised voices to indicate
enthusiasm or excitement. In Japan, a raised voice often means anger.
k) The physical size of U.S. English speakers makes Japanese speakers feel small and weak
in comparison.
l) U.S. thinking seems to divide everything into clear, separate categories with no overlap
or ambiguities.
m) U.S. English speakers use informal language to older people. This makes Japanese
speakers feel uncomfortable.
n) Manners are different. Japanese women often misinterpret U.S. men’s manners as
kindness and personal interest (romantic interest).
o) Public kissing and touching is very embarrassing.
p) Interacting with minorities in the United States is even more difficult because of
differences in accents, vocabulary, voice pitch, and so on.
q) Because of the relative bluntness of English speech, there’s also always the risk of
embarrassment for Japanese speakers (e.g., the possibility of receiving a flat “no” in
response to a suggestion).
r) The relatively little back channeling from U.S. Americans causes Japanese speakers to
interpret that Americans aren’t listening, understanding or interested in what the
Japanese speakers are saying.
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Example:
Aspects of Culture Represented
Effect on communication
Item 5: Silence is appreciated in a high-
context culture.
U.S. culture relies more on words
Note: Statements written by Yosei Sugawara. Used with permission.
Exercise 7: Popular Culture and Value Dimensions
Purpose
To better understand how a culture’s value dimensions are reflected in media
Instructions
1. Watch a TV show or film from a culture other than your own.
2. Take notes on the way you see the value dimensions represented.
3. Compare this example with U.S. popular culture.
Conclusions
How can we understand a culture’s value dimensions by examining their popular culture and media?